How would you design an experiment to test the memory of each?

1. Cognitive Psychology

2. How would you design an experiment to test the memory of each? What is the difference in the memory of these animals? Cognitive Psychology

3. Cognitive Psychology Models of Memory Cognitive Psychology

4. What is Memory? “Memory is the storage of an internal representation of knowledge” Blakemore (1988) http://www.youtube.com/watch?v=PzvkUkobFdg&mode=related&search= Memento Trailer Cognitive Psychology

5. Some memory experiments • Ethics briefing • These experiments look at how we memorise information • Each experiment will last less than 5 minutes • All results are confidential • You do not have to participate • You may withdraw at any time • There will be no long-term effects Cognitive Psychology

6. First Experiment Instructions • Write the letters A, B, C & D down the side of your page • Pens down! • You’ll be given 10secs to memorise each number that appears • When it disappears I’ll give an instruction to pick up your pen • Using your memory try to write down the number you just saw Cognitive Psychology

7. A 5897 Cognitive Psychology

8. B 2967849 Cognitive Psychology

9. C 5489723056 Cognitive Psychology

10. D 4687365902138 Cognitive Psychology

11. In a moment this grid will be full of letters. Try to remember as many of these letters as you can, in their correct position, in a 2 minute time period. Cognitive Psychology

12. H T M S L F U L A E O I I O S A N N R T F R N B T A E I E E O T H T I H N T T O A R M B A N D S T O P A E A M F memorise the 56 letters in their correct positions Cognitive Psychology

13. Capacity of short-term memory Discussion questions • Experiment 1: At what point did you begin to find it difficult to recall the numbers in the correct order? • Experiment 2: How many letters did you recall correctly in the grid? • What techniques did you use for remembering? • What does this tell us about capacity of short-term (immediate) memory? • How can we use this knowledge in everyday life? Cognitive Psychology

14. The Memory Decay Curve • Ebbinghaus learnt lots of meaningless lists • He found that once learnt they quickly decayed • Although re-learning was quicker than learning from scratch Cognitive Psychology

15. Enduring Long Term Memories • People were asked about high school year books • Had to identify old classmates • People seem quite good at this Bahrick et. al. 1975 Cognitive Psychology

16. Recall of an Early Memory • We forget a lot before the age of 4 • When people were asked questions about the birth of a younger sibling the older children could recall more (Sheingold & Tenney 1982) Cognitive Psychology

17. Man with amazing memory: Steven Wiltshire http://www.youtube.com/watch?v=dAfaM_CBvP8&mode=related&search= Steven Wiltshire – Photographic Memory? http://www.youtube.com/watch?v=_MMORgBV5Yw&mode=related&search= Steven Wiltdhire’s New York Diary http://www.stephenwiltshire.co.uk/ Cognitive Psychology

18. Things to consider in memory • How much stuff can you get into memory? • Capacity • How long do your memories last for? • Duration • How do memories get in our head? • Encoding http://www.youtube.com/watch?v=coZK-t7lbp8&mode=related&search= Clive Wearing Cognitive Psychology

19. Short term memories are: Limited size About 7 bits of info Does not last long About 15 seconds Favours acoustic sounds Long term memories are: Unlimited size Infinite Last forever A lifetime Favours a semantic form of coding Long and Short Term Memories http://www.youtube.com/watch?v=Yp9qF-SjJZk&mode=related&search=Ben%20Pridmore%20memory%20mnemonic%20improve%20brain%20british%20memorise%20speed%20cards%20WMC%20mind%20mental%20calculation%20zoomy%20zoom%20zoomzoom World Memory Champ Cognitive Psychology

20. The Multi-Store Model Elaborative Rehearsal Maintenance Rehearsal Long term store Short term store Information Sensory store Often known as Working Memory Forgetting Cognitive Psychology

21. Serial Position Effect Cognitive Psychology

22. http://www.youtube.com/watch?v=wDNDRDJy-vo You Tube: BBC 4 Clive Wearing (10 mins) Cognitive Psychology

23. Working Memory Cognitive Psychology

24. Features of Working Memory • There are two components linked to Central Executive • 1.Articulatory or phonological (speech-sounds) • 2. Visual-spatial (vision-images) Cognitive Psychology

25. Testing Working Memory • There are two assumptions to this model • 1.If two tasks make use of the same component, they can not be performed successfully together. • 2. If two tasks make use of different components it should be possible to perform them as well together as separately. Cognitive Psychology

26. B is before A BA G is before H GD N is after J JN F follows W WF P is before Y YP S follows Q SQ Baddeley & Hitch (1974) Participants had to say whether the following was either true or false. Cognitive Psychology

27. Baddeley & Hitch (1974) • While working out these problems, participants had to do one of the following: • Say “the” repeatedly • Repeat the sequence “one, two, three, four, five, six” over and over • Repeat a different random run of digits each time • Do nothing – just the task Cognitive Psychology

28. The Working Memory Model Central Executive (limited capacity) Visuo-spatial scratch pad Spatial or visual coding ‘inner eye’ Articulatory loop Verbal rehearsal system ‘inner voice’ Primary acoustic store Accessed directly from the attentional system Or indirectly via the articulatory loop ‘the inner ear’ Cognitive Psychology

29. Long Term Memory Explicit (declarative) Implicit (procedural) Facts, general knowledge Personal Experience Motor Skills Cognitive Skills Conditioned Responses Types of Long Term Memories Cognitive Psychology

30. Spend 30 seconds looking at each doodle. • Try to remember the doodle and the title that goes with it. Blish mix Cent form • Try to draw the doodle that goes with each title Rist half Kereaf Cognitive Psychology

31. Spend 30 seconds looking at each doodle. • Try to remember the doodle and the title that goes with it. Titanic Worm skates • Try to draw the doodle that goes with each title Memory squashed waffle Eggs upside down Cognitive Psychology

32. Listening Reading Writing Doing Understanding Remembering The deeper we understand information the more we retain. Different ways of processing will aid recall Levels of Processing Theory Cognitive Psychology

33. Class Experiment • You are about to be presented with a list of words and a statement. Your task is to decide if the statement about the word is true or false. • Any Questions? Cognitive Psychology

34. Are these statements true or false? • House has five letters T F • Scissors are used for cutting T F • Drum is a musical instrument T F • Clocks tell the time T F • CHAIR is printed in capitals T F • Kettle has four letters T F • Chips go with fish T F • Honey is what spiders make T F • Knife is spelled correctly T F • Cold is the opposite of hot T F • Book has four letters T F • BLACK is written in capitals T F • Horse has five letters T F • Purple is not a colour T F • Green is spelled correctly T F • Mother is always female T F • Find has three letters T F • Table may be made of wood T F • Lake has six letters T F • Shoes come in pairs T F • June is printed in capitals T F • Fruit can be eaten T F Cognitive Psychology

35. Which words were remembered? Semantic /deep processing Shoes come in pairs Table may be made of wood Mother is always female Purple is not a colour Cold is the opposite of hot Fruit can be eaten Chips go with fish Honey is what spiders make Drum is a musical instrument Clocks tell the time Scissors are used for cutting Shallow processing House has five letters CHAIR is printed in capitals Kettle has four letters Knife is spelled correctly Book has four letters BLACK is written in capitals Horse has five letters Green is spelled correctly Find has three letters Lake has six letters June is printed in capitals Cognitive Psychology

36. Craik & Tulving (1975) • table • Is the word in capital letters? • HOUSE • Does the word rhyme with mouse? • Fence • Does the word fit with the following statement; • The man fixed the ____ because the wind blew it over They did an experiment similar to the previous one. Although they used slightly different processes They also did not tell people that they would be expected to recall the words Cognitive Psychology

37. Levels of Processing Model Cognitive Psychology

38. Levels of Processing Model Cognitive Psychology

39. General Evaluation: • The problem with external validity? • Is there anything wrong with using words to recall? • Separate memory stores? • Emotional factors? • Expectations – personal information Cognitive Psychology

40. Applied Psychology & Memory http://www.youtube.com/watch?v=DgQNke_dGa0 Derren Brown You Tube (1 min) http://www.youtube.com/watch?v=mhZcHoU-QR8 Using imagery to remember Cognitive Psychology